Inclusive education in development cooperation – At the interface of empirical research and evidence-based action

Author(s):

Myriam Hummel(presenting / submitting)Rolf Werning(presenting)

Conference:

ECER 2014

Network:

04. Inclusive Education

Format:

Paper

Session Information

04 SES 02 A, Enquiring about National Systems of Inclusive Education

Paper Session

Time:

2014-09-02

15:15-16:45

Room:

B013 Anfiteatro

Chair:

Helga Fasching

Contribution

Despite all effort undertaken in the frame of Education for All (EFA) and the Millennium Development Goals (MDGs) for free, compulsory, and quality elementary education for all children and youths, still various parts of the population are without access to education, or students drop out prematurely from the formal educational system. Applied research is still missing to pinpoint the mechanisms that determine the success or failure of inclusion in educational systems in developing countries. Financed by the German Federal Ministry of Economic Cooperation and Development, under the mandate of Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH the international research consortium Research for inclusive education in international cooperation (refie) conducts a detailed investigation about the implementation of inclusive education in two pilot countries, namely Guatemala and Malawi.

The research headed by Prof. Dr. Rolf Werning (Leibniz Universität Hannover), Prof. Perta Engelbrecht (Canterbury Christ Church University) and Prof. Alfredo Artiles (Arizona State University) is undertaking an action-oriented research into inclusive education based on the conditions of Guatemala and Malawi. In both countries national research teams are attached to local research institutions, coordinated by Dr. Grace Mwinimudzi Chiuye (Malawi) and Marta Caballeros Ruiz (Guatemala).

The research identifies how educational systems can be structured more inclusive and what the success factors and barriers are in doing so. In terms of potential for improvement, the research formulates concrete recommendations for action, particularly with respect to targeting disadvantaged population groups for inclusive education. Based on the research results initial instruments will be developed that can be used by educational programmes in developing countries to guide the integration of inclusive measurements.

The overall guiding research question is: How is the concept of Inclusive Education constructed on the different levels from various perspectives in Guatemala and Malawi? The specific research questions are structured and oriented on the four dimensions of inclusive education (Booth, Ainscow, Black-Hawkins, Vaughan, & Shaw, 2000; Kalambouka, Farrell, Dyson, & Kaplan, 2005 as cited in Artiles, Kozleski, Dorn, & Christensen, 2006, p. 67), namely Access, Acceptance, Participation and Learning Achievement. This research project focusses on Access, Acceptance and Participation on macro, meso and micro level.

Method

The applied research follows a qualitative design with an inductive approach. It is designed in a multi-perspective manner in order to gain a holistic understanding of the research subject through investigating positions and perceptions from different social groups. Through analysis of (national) policy documents, existing research results and other publications from / about the both pilot countries the current state of research and national legislative situation are explored (Wolff 2008, & Lamnek 1995). Through expert interviews (informatory interviews: Lamnek, 2005, p. 333) elements of the knowledge system on the interviewee are collected in a descriptive way. Instrumental case studies (Stake, 2005, p. 445) in selected schools in each country are compiled whereas a school with the surrounding community forms the case. Interviews and focus group discussions with all relevant stakeholders in the education process on micro-level are used. Participatory observations further enrich the case studies. Through participation in everyday lives in schools and their surrounding communities, the researcher explores ways of interaction and social values of the particular social field (Lamnek 2005, p. 549).

Expected Outcomes

The paper focuses on the construction of concepts on inclusive education in Guatemala and Malawi. Initial research results from the field are presented under the focus of the following questions: What structures in favour or hindering inclusion (access, acceptance, participation) have been identified in the two countries? What subjective interpretative paradigms regarding disadvantaged and marginalized groups have been identified in different social groups? What generalisations can be drawn from the investigations in Guatemala and Malawi? And how can this research contribute to activities in development cooperation? Data obtained through the research will be used for further studies on the implementation of activities. The paper tries to contribute to the current international debate on the realisation of inclusion in international cooperation (§ 32, UN CRPD).

References

Artiles, A., Kozleski, E., Dorn, S., & Christensen, C. A. (2006). Learning in inclusive education research: Re-mediating theory and methods with a transformative agenda. Review of Research in Education, 30, 65-108. Lamnek, S. (1995): Qualitative Sozialforschung. Bd. 2 Methoden und Techniken. Weinheim: Beltz. Lamnek, S. (2005). Qualitative Sozialforschung. Lehrbuch. Weinheim, Basel: Beltz Verlag. Stake, R. E. (2005). Qualitative Case Studies. In: Denzin, N. K., Lincoln, Y. S. (Ed.). The Sage Handbook of Qualitative Research (p. 443 – 466). Thousand Oaks, London, New Delhi: Sage Publications. Wolff, S. (2008). Dokumenten- und Aktenanalyse. In: Flick, U., von Kardorff, E., Steinke, I. (Ed.). Qualitative Forschung. Ein Handbuch. Reinbek bei Hamburg: Rowohlt.

Author Information

Myriam Hummel (presenting / submitting)

Leibniz Universität Hannover

Institute of Education for Special Needs

Hannover

Rolf Werning (presenting)

Leibniz University

Depatment for Special Education